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“We're Trying to Create a Different World”: Educator

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“We're Trying to Create a Different World”: Educator “WE’RE TRYING TO CREATE A DIFFERENT WORLD”: EDUCATOR ORGANIZING IN SOCIAL JUSTICE CAUCUSES A Dissertation Presented to The Faculty of the Curry School of Education University of Virginia In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy by By Lauren Ware Stark August 2019 © Copyright by Lauren Ware Stark All Rights Reserved August 2019 ABSTRACT Over the past three decades, the public education system in the United States has been dramatically reshaped by market-based policies at the local, state, and federal levels. These policies have been described as a “global assault” (Compton & Weiner, 2008) on education that has exacerbated existing economic and racial inequalities (Lipman, 2011). While leaders of the nation’s two major teachers’ unions, the National Education Association (NEA) and the American Federation of Teachers (AFT), have failed to adequately respond to this assault (Weiner, 2012), a number of local, national, and international grassroots organizations have developed with the express purpose of combatting neoliberal policies and social inequalities from the ground up (Spreen & Stark, 2014). Among these organizations are social justice caucuses: groups of rank-and- file educators who build their collective power to democratically transform their unions and advance justice in schools and society. This dissertation explores educator organizing in the United Caucuses of Rank- and-File Educators (UCORE), a growing network of social justice caucuses within teachers’ unions in the United States. The UCORE network was founded in 2014, following two years of informal organizing between member caucuses and over twenty years of policy mobility between union organizers in cities such as Chicago, New York, Philadelphia, Los Angeles, and Seattle. While scholars have published a small number of case studies of social justice caucuses, there is little research documenting the development of educator organizing and policy mobility between caucuses. Likewise, few studies have explored the purpose, principles, and practices of educator organizing within social justice caucuses. With this in mind, the aim of this dissertation is to trace educator organizing and policy mobility within the UCORE network using the methodology of militant ethnography. This project documents the work of member caucuses using participatory observation, document analysis, social media analysis, and interviews. Over the course of this dissertation, I discuss how organizers conceptualize the purpose of social justice caucus organizing, arguing that individual caucuses adapt their stated purposes over five iterative phases of development. I also identify four ethical principles that educator organizers use to frame, guide, and evaluate their work. Moreover, I identify ten cultural practices of social justice caucuses, noting how these practices enable organizers to advance their caucus’s purpose and principles. Lastly, I discuss how some of these practices enable the spread of social justice unionist policies across the UCORE network, furthering the development of contemporary educator movements. By investigating the work of social justice caucuses, this dissertation will result in a better understanding of recent developments in the history of labor organizing and education policy in the U.S. It will also contribute to research on education activism, social justice unionism, and social movement organizing. Department of Leadership, Foundations, and Policy Curry School of Education University of Virginia Charlottesville, Virginia APPROVAL OF THE DISSERTATION This dissertation, (“We’re trying to create a different world”: Educator Organizing in Social Justice Caucuses), has been approved by the Graduate Faculty of the Curry School of Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. _______________________ Derrick Alridge, Co-Chair _______________________ Carol Anne Spreen, Co-Chair _______________________ Walter Heinecke _______________________ Rachel Wahl _______________________ Michelle Young ______________________Date DEDICATION This dissertation is dedicated to: Educators in the movements to transform our unions, schools, and communities for justice and democracy, who have shown us that another world is possible and that we can build it together. My students and colleagues at Talley, A.I DuPont, Manor, Charlottesville, and Cleveland secondary schools, who have deepened my critical analysis and commitment to public education. Kathy, Julie, Jackson, Brian, and John, who have offered love and encouragement throughout this journey. Scott and Jo, who have filled my life with joy and are the reasons for everything I do. iv ACKNOWLEDGEMENTS This project would not have been possible without the support and analysis of organizers within the UCORE network. I am especially grateful to the caucus communities that have welcomed me into their organizing spaces, in particular the AlbuCORE, CORE, MORE, SEE, and WE caucuses. The SEE caucus has been especially instrumental in enabling me to experience the day-to-day realities of caucus organizing as a Steering Committee member for the past three years. I am likewise grateful to the Steering Committee of the national UCORE network, whose members have offered thoughtful feedback on both the design and findings of this project. Several UCORE members helped to shape this project, including but not limited to Arlene Inouye, Barbara Madeloni, Craig Gordon, Dan Trocolli, Darrin Hoop, Debby Pope, Ellen David Friedman, Francesca Blueher, Jesse Hagopian, Joel Jordan, Kristin Luebbert, and Michelle Gunderson. Most of all, I am deeply indebted to the caucus organizers across the network who shared their analysis and expertise with me for this project. In addition to welcoming me as a member of this remarkable community, these and many other organizers in the UCORE network have given me hope for the future of our schools, unions, and broader communities. Throughout this project, I have also been supported by my mentors and colleagues within the fields of educational studies, critical policy studies, labor studies, and the sociology of education. I am grateful to be a member of a vibrant, growing community of critical scholars supporting educator movements through their work, which v includes Chloe Asselin, Paul Bocking, Nina Bascia, Erin Dyke, Michelle Gautreaux, Sangeeta Kamat, Rhiannon Maton, Carol Anne Spreen, Becky Tarlau, and Lois Weiner, who has been especially instrumental in championing and connecting the work of newer scholars in these fields. This project has been shaped in part by the thoughtful feedback and discussions led by these scholars. My colleagues, friends, and students at Cleveland STEM High School have also offered both inspiration and support throughout this process, and I am especially grateful for the professional support of my mentors and co- teachers, including Catherine Brown, Andy Coughran, Stephie Cristol, and Rebecca Williams-Leach. This project has also been shaped by the interdisciplinary scholarly community within the University of Virginia’s Social Foundations in Education program and Educational Leadership, Policy, and Foundations department. Throughout my time in Charlottesville, I was grateful for the support and friendship of my fellow students, including Joshua Brown, Sahtiya Hosoda Hammell, Mydashia Hough, Alexander Hyres, Lindsey Jones, Kiara Lee-Heart, Chrissie Monaghan, Anthony O’Shea, Matthew Robinson, Jenna Scambos, Sarah Steele, Chenyu Wang, Elizabeth Wesner, Danielle Wingfield, and especially Rose Cole. A number of faculty members were supportive throughout this time, as well. Diane Hoffman helped me to understand the broader landscape of ethnographic research as well as my own place within it. Rachel Wahl sharpened my thinking on the nuances of empirical philosophical research in education through both her courses and dissertation feedback. Walter Heinecke guided this project from the proposal phase through the final draft in both his qualitative research courses and dissertation suggestions. Michelle Young offered a model for feminist critical policy vi research through both her own work and her thoughtful feedback in my dissertation committee. Most significantly, my mentors and dissertation co-chairs, Derrick Alridge and Carol Anne Spreen, championed this project and my development as a scholar throughout my time at the University of Virginia. Derrick Alridge brought insightful connections between this project and its precedents in the history of education, as well as helping me to navigate the dissertation process. Carol Anne Spreen encouraged me to hit the ground running in my first year as a PhD student, collaborating to develop the research project that led to this dissertation and offering generous support and guidance every step of the way. I am equally indebted to my friends and family for their support throughout this project. At many points, I turned to “kindred spirits” such as Drew Grant (and family), Lisa Powell, Diana Zucknick, and especially Danielle and Marielle Solan (and family) for encouragement and community. In my own family, John Ware, Brian Ware, and Joseph Pease encouraged my development as a scholar and person before their passing. The extended Pease, Stark, and Ware families also offered great love and support throughout my work, and I am especially indebted to Nancy Pease, Betsy Cromartie, Bill and Michele Pease, Tori and Rob Davis, Bob and Sandy Stark, Brett and Katie Stark, and
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